Program Description

Fast ForWord is an adaptive reading program that sets learners up for success with intensive, 1-on-1 instruction in foundational language and literacy skills while also building the cognitive capacities that support strong reading and learning. Fast ForWord doesn’t just build better readers; it builds better learners.

Cost

Must contact publisher for pricing.

Intended Population

• Any

Grade

• Pre-K
• Elementary School
• Middle School
• High School

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• Yes

Computer-Based Delivery

• Full

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• Yes

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The evidence for Fast ForWord consists generally of a mix of positive and neutral effects. A meta-analysis examining 6 studies conducted in 2011 indicated that there was no significant effect of Fast ForWord on any outcome measure in comparison to active or untreated control groups. A 2013 literature review conducted by the What Works Clearinghouse found Fast ForWord to have positive effects on alphabetics, mixed effects on comprehension, and no discernible effects on reading fluency.

Study Citations

Borman, G. D., Benson, J. G., & Overman, L. (2009). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis, 31(1), 82-106.

Gillam, R. B., Loeb, D. F., Hoffman, L. M., Bohman, T., Champlin, C. A., Thibodeau, L., ... & Friel-Patti, S. (2008). The efficacy of Fast ForWord language intervention in school-age children with language impairment: A randomized controlled trial. Journal of Speech, Language, and Hearing Research.

Hook, P. E., Macaruso, P., & Jones, S. (2001). Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study. Annals of Dyslexia, 51(1), 73-96.

Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: evidence from functional MRI. Proceedings of the National Academy of Sciences, 100(5), 2860-2865.

Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2011). A systematic meta‐analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program. Journal of Child Psychology and Psychiatry, 52(3), 224-235. https://doi.org/10.1111/j.1469-7610.2010.02329.x

What Works Clearinghouse (WWC) Report

• Mixed effects

Evidence Base (ESSA)

• Promising

Evidence-Based Practice (EBP)

• Mixed evidence

Additional Reviews

• https://soniclearning.com.au/does-fast-forword-work-understanding-the-research/